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. 2021 Sep 15;26(4):469-482.
doi: 10.1093/deafed/enab022.

Emotions in Deaf and Hard-of-Hearing and Typically Hearing Children

Yung-Ting Tsou  1 , Boya Li  1 , Adva Eichengreen  1   2   3 , Johan H M Frijns  4   5 , Carolien Rieffe  1   6   7
Affiliations

Emotions in Deaf and Hard-of-Hearing and Typically Hearing Children

Yung-Ting Tsou et al. J Deaf Stud Deaf Educ. .

Abstract

For deaf and hard-of-hearing (DHH) children living in an environment where their access to linguistic input and social interactions is compromised, learning emotions could be difficult, which may further affect social functioning. To understand the role of emotion in DHH children's social life, this study investigated emotional functioning (i.e., emotion recognition, empathy, emotion expression), and its relation with social functioning (i.e., social competence and externalizing behaviors), in 55 DHH children and 74 children with typical hearing (aged 3-10 years; Mage = 6.04). Parental reports on children's emotional and social functioning and factors related to DHH children's hearing were collected. Results showed similar levels of emotional and social functioning in children with and without hearing loss. Use of auditory intervention and speech perception did not correlate with any measures in DHH children. In both groups, higher levels of empathy related to higher social competence and fewer externalizing behaviors; emotion recognition and positive emotion expression were unrelated to either aspect of social functioning. Higher levels of negative emotion expression related to lower social competence in both groups, but to more externalizing behaviors in DHH children only. DHH children in less linguistically accessible environments may not have adequate knowledge for appropriately expressing negative emotions socially.

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Figures

Figure 1.
Figure 1.
Visual illustration of the hypotheses on the relations between emotional functioning and social functioning. Note. Black solid lines represent relations expected to be present in the two groups. Black dotted lines represent relations expected to be present only in deaf or hard-of-hearing (DHH) children. Gray dotted lines represent relations expected to be present only in children with typical hearing (TH).
Figure 2.
Figure 2.
Group status moderates the effect of negative emotion expression on externalizing behaviors. Note. Deaf and hard-of-hearing (DHH) children are represented in black; children with typical hearing (TH) are represented in gray. The dotted lines represent 95% confidence interval.
See this image and copyright information in PMC

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